scholarly journals Authentic Assessment Implementation Subjects Islamic Education Curriculum 2013 In SMA 1 Hutabargot Mandailing Natal

2020 ◽  
Vol 6 (1) ◽  
pp. 19-30
Author(s):  
Asfiati Asfiati
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Senior High School ◽  
Islamic Education ◽  
Attitude Assessment ◽  
Civil State ◽  
Curriculum Changes ◽  
Assessment Of Learning ◽  
Assessment Techniques

Implementation of authentic assessment is motivated emergence of KTSP curriculum changes into the curriculum of 2013. Curriculum 2013 seeks to enhance authentic assessment standards. Emphasis on the authentic assessment of learning outcomes. This study aims to determine the implementation of authentic assessment on the Curriculum 2013 in public senior high school/SMA Negeri  1 Hutabargot Mandailing Natal district . The research method is descriptive qualitative. Subjects were teacher of Islamic education in public senior high school/SMA Negeri 1 Hutabargot counties Christmas Apparatus Mandailings Civil State (ASN). Data collected through observation, interviews, and documentation. The results showed the implementation of authentic assessment on the Curriculum 2013 in accordance with the technique, instruments and processes. Attitude assessment techniques is observed using a check list. Ratings knowledge using verbal and written tests. Skills assessment using tests, a list of scale

scholarly journals PENERAPAN PENILAIAN AUTENTIK KURIKULUM 2013 PADA DOMAIN SIKAP UNTUK MATA PELAJARAN PAI DAN BUDI PEKERTI DI SMA NEGERI 1 ASEMBAGUS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 59-66
Author(s):  
Abd Aziz ◽  
Subyant Subyant
Keyword(s):  
High School ◽  
Character Education ◽  
Authentic Assessment ◽  
Affective Domain ◽  
Senior High School ◽  
Islamic Education ◽  
Psychomotor Development ◽  
Attitude Assessment ◽  
Data Presentation ◽  
Using Data

Many teachers only pay attention to cognitive and psychomotor development and override affective domain of the students, but that did not happen at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus. Authentic assessment in Kurikulum 2013 (2013 curriculum) has been conducted for attitude assessment on Islamic education subject and character education subject at at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus). This research is descriptivequalitative research by data collection techniques in the form of observation, interviews, and documentation, then analyzing data in this research using data reduction, data presentation, and verification. Triangulation is done for checking validity of data. The results of this study are the implementation of authentic assessment through four stages involves determining basic competence, determining object, determing assessment technique, and assessment enforcement, both in the classroom or outside the classroom.

scholarly journals Learning Model “Make a Match” at Class XII IPA (Science) 2 Islamic Education in Senior High School 1 Pasie Raja, South Aceh Regency

2019 ◽  
Vol 2 (1) ◽  
pp. 194-215
Author(s):  
Riza Yuliadi
Keyword(s):  
High School ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Senior High School ◽  
Islamic Education ◽  
Male Students ◽  
Taking Action

This research deals with Learning Model “Make a Match” at Class XII IPA2 Islamic Education in State Senior High School 1 Pasie Raja, South Aceh Regency. The research conducted was Classroom Action Research (CAR). PTK is one type of action research carried out by education practitioners, especially teachers, lecturers, or instructors in the learning process in the classroom. . Based on the data obtained from the XII class Islamic Education subject teachers, there were 23 students in the XII IPA2 class, consisting of 7 male students and 16 female students. The findings show that there is an increase in student learning outcomes. The actions taken by Islamic Education teachers are Make a Match learning models. The aim is to create learning that is able to attract students' attention, provide knowledge to students to work together with other students in terms of understanding material, able to make students active and enthusiastic in learning. In addition, it can also make students able to reach the KKM graduation limit. The comparison between learning outcomes before taking action and after taking action reached 39.69%. Where the initial results before taking action are 39% but after taking action the student learning outcomes reach 78%.

scholarly journals IMPLEMENTASI PENILAIAN OTENTIK BIDANG STUDI PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMAN 1 DEMPET JAWA TENGAH

2019 ◽  
Vol 1 (02) ◽  
Author(s):  
Hadi Nurrohim
Keyword(s):  
High School ◽  
Authentic Assessment ◽  
Senior High School ◽  
Islamic Education ◽  
Field Of Study ◽  
Authentic Assessments

Authentic assessment is a variant of assessment in the Curriculum 2013. Authentic assessment needs to be implemented well in every field of study, so that learners can get maximum results. Public senior high school 1 Dempet is one of the schools that has implemented the Curriculum 2013, as well as its authenticassessment which is special in the field of study of Islamic Education and Character. This authentic assessment can be successful if the teacher follows the procedures and steps. So also with the teachers of Islamic education in Public senior high school 1 Dempet, who with all the shortcomings and advantages apply authentic assessment. This study aims to identify and explain the process of choosing a strategy and establishing an approach in the authentic assessment of the field of Islamic education and Character Public senior high school 1 Dempet study. Then he explains and explains the strategies and approaches in the authentic assessment of Islamic education and Character Public senior high school 1 Dempet study areas. Two things are worth to investigate, given that there are still teachers who have not really understand and apply authentic assessment. Through this research, it is generated that Islamic education teachers have applied authentic assessments well, so that it can provide a positive for the learners.

scholarly journals The implementation of authentic assessment in history learning at senior high school

2020 ◽  
Vol 15 (2) ◽  
pp. 85-102
Author(s):  
Sulis Setiani Kusuma Dewi ◽  
Aman Aman
Keyword(s):  
High School ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Senior High School ◽  
Skill Assessment ◽  
Knowledge Assessment ◽  
Attitude Assessment ◽  
Test Technique ◽  
History Learning ◽  
The Government

This study aims to describe the implementation of authentic assessment in history learning in Senior High School (SMA), which is adjusted with assessment procedures related to the judgment of competencies that have been made by the government. This study is a qualitative naturalistic study conducted in SMA N 1 Ngaglik and SMA N 2 Sleman, Yogyakarta. The technique of data collection was done through observation, interview, and documentation. The data analysis technique was done by triangulation. The result of the study shows that: both schools carried out an authentic assessment in learning activities, although in its application, there some shortcomings. 1) Planning, both schools have been made a planning assessment that includes attitude assessment, knowledge, and skill assessment, although the teacher of history in both schools still has not made a grid for knowledge assessment. 2) Appraisal, both schools conducted attitude assessment through observation technique and peer assessment, while SMA N 2 Sleman conducted attitude assessment by self-assessment technique. Knowledge assessment was conducted by the workbook, Deuteronomy, PTS, and PAS; besides written tests assessment in SMA N 2, Sleman was also undertaken by oral tests. They were assessing skill both of school conducted by using performance assessment in papers form. 3) Processing of attitude assessment activity conducted by doing coordinating with BK teachers and homeroom teachers. While assessing knowledge and skill performed by calculating average the value obtained. 4) Follow-up activities carried out by conducting written tests, whereas, in SMA N 1, Ngaglik added an oral test technique.

PENGARUH PENGGUNAAN BAHAN AJAR MENGINTEGRASIKAN MSTBK BERBASIS ICT DALAM PEMBALAJARAN FISIKA DI KELAS XI SMA

2019 ◽  
Author(s):  
Akmam Akmam ◽  
Harman Amir; ◽  
Asrizal Asrizal
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Senior High School ◽  
School Grade ◽  
Teaching Materials ◽  
Physics Teaching ◽  
School Students ◽  
High School Grade ◽  
West Sumatra

Physics teaching materials for Senior High School that supporting the development of human resources that is able to adapt to any changes, to solve complex problems, creative thinking and familiar with information technology has not been widely available in senior high schools in West Sumatra. Based on the above, research that aims to determine the effectiveness of the use of Physics teaching materials that integrates Mathematics, Science, Technology, natural disasters, and the noble character (MSTBK) on WEB for Senior High School grade XI and to determine the effect of the use of teaching materials MSTBK on the learning outcomes of high school students in class XI. The quasi-experiment design research was comparing the learning outcome before and after the state of the object being treated. The treatments were using physics teaching materials that developed for teaching learning in Senior High School grade XI. The experiment was conducted at five senior high schools in West Sumatra were divided into 3 levels. The data were analyzed by using a statistical product moment and Anova. The research showed that the physics teaching materials that developed are effectively to improve student learning outcomes in Senior High School grade XI in West Sumatera with a correlation coefficient (r_xy) = 0. 31. Levene Statistic showed the average of the learning outcomes of high school students in grade XI was different, but yet rules Tukey HSD and Bonferroni statistics show that there are not significantly of 0.05 at a significance level in West Sumatra

scholarly journals Developing Circular Motion Physics Module Integrated with Gumbaan Local Wisdom in Cooperative Learning Setting to Improving Learning Achievement

2021 ◽  
Vol 9 (1) ◽  
pp. 47
Author(s):  
Saidatun Navisah ◽  
Mustika Wati ◽  
Abdul Salam M
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Test Scores ◽  
Learning Outcome ◽  
Senior High School ◽  
Circular Motion ◽  
Learning Achievement ◽  
Learning And Teaching

This research is carried out to examine the developed circular motion physics module in a cooperative learning setting for students of Grade X Science Senior High School in Banjarmasin. This study's general objectives are to produce a circular motion physics module integrated with gumbaan local wisdom in cooperative learning settings and describe its feasibility. Moreover, this study's specific objectives aimed to describe the validity, practicality, and effectiveness of the module. This study utilizes the ADDIE (Analyze, Design, Develop, Implement, Evaluate) development design model. The instruments used consisted of module validation sheets, students’ questionnaire responses, and learning outcome test. The results of the study indicated that: (1) the validity of the module, based on the content and display, obtained a score of 3.20, which fell in the "good" category, (2) the practicality of the module, based on students' questionnaire responses, obtained a percentage of 64.92% which is categorized as “good”, and (3) the effectiveness of the module, based on students' test scores, obtained a score of 0.44 which belonged in the "moderate" category. It is then concluded that the circular motion physics module, which integrated gumbaan local wisdom contents in cooperative learning settings, is proven feasible for learning and teaching and can be used as an alternative reference in improving the quality of learning, especially to improve the learning outcomes of learners. This module can be used as a reference that teachers can use in learning at senior high school. 

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